SCWK - Social Work
In the foundation year curriculum, students learn the Generalist Practice Model of social work. This course is the first of two practice courses, and students will learn the history and mission of the profession, the code of ethics, and practice skills used with individuals and families. Specifically, students will learn the social work processes of engagement, assessment, intervention, and evaluation. The course focuses on the acquisition of specific skills needed in the design and implementation of support, education and counseling services for individuals and families. Students are introduced to the principles and practices of working with individuals and families from the biopsychosocial perspective and Person-in-Environment framework. The emphasis of this course is on the development of foundation level practice skills, characterized by the utilization of multiple theories to explain problems in social functioning and change processes within different agency contexts.
3
This course introduces students to biopsychosocial development across the lifespan. Theories of human development and the social environment are explored to further understanding of social work practice related to engagement, assessment, and intervention. A range of theories are introduced to understand the complexity of human behavior. Attention is given to the context of human development related to culture, race, class, and other social systems. Theories examined include psychodynamic, psychosocial, cognitive, behavioral, family systems, and others.
3
This course examines the social work profession’s commitment to social justice and service through an exploration of diversity, oppression and privilege. Rooted in the person-in-environment perspective and empowerment practices, this course examines the personal, institutional and structural nature of racism, sexism, heterosexism, ageism, classism, and other forms of oppression. The concept of cultural humility will be explored, allowing students to develop the capacity to understand the cultural experiences of diverse groups. Course content, structure, and learning activities are designed to enhance personal and professional self-awareness in order to develop the knowledge, values, and skills required for culturally sensitive social work practice.
3
This course examines the history of social welfare programs, social welfare problems, and current social welfare programs. The course focuses on the role of economic and political ideology and its influence on the development of social welfare programs and social work practice. Recognizing that social workers need to be informed practitioners and citizens, the course contextualizes the social situations that clients navigate.
3
The Field Placement & Seminars I and II, two courses over the academic year, provides an opportunity for students to process and integrate knowledge and affective learning to skill development. Classroom knowledge and field experiences provide the content of the course in the development of generalist practice skills. Students apply knowledge related to the social work processes of engagement, assessment, intervention and evaluation to examples for their field agencies. Social work values and ethics, issues of diversity and justice, and context of practice are examined in the course.
3
Through a generalist practice perspective, students explore groups, including committees, teams, and advisory boards. Students learn about the roles and functions of the group leader. Theories and methods of change with organizations and communities are introduced through the application of social work processes of engagement, assessment, intervention and evaluation.
3
This class provides a framework for identifying human behavior within the context of maladaptive patterns of psychological functioning. Emphasis is placed on major forms of psychopathology, while encouraging students to identify client strengths. This course introduces students to the DSM V and social worker’s role in the diagnosis of psychopathology as part of a multidisciplinary team.
3
This course is designed to prepare students to become competent evaluators of their own practice, to become critical consumers of research in the social and behavioral sciences, and to generate knowledge using quantitative and qualitative methods. Students learn foundational research skills and statistical analysis methods. Students understand their ethical obligations related to research.
3
The Field Placement & Seminars I and II, two courses over the academic year, provides an opportunity for students to process and integrate knowledge and affective learning to skill development. Classroom knowledge and field experiences provide the content of the course in the development of generalist practice skills. Students apply knowledge related to the social work processes of engagement, assessment, intervention and evaluation to examples for their field agencies. Social work values and ethics, issues of diversity and justice, and context of practice are examined in the course.
3
A defining feature of a profession is a code of ethics. This course explores the mission and history of the social work profession. An exploration of the NASW Code of Ethics to understand the values underlying the profession, the purpose of the Code of Ethics, and the ethical principles and standards is undertaken. The complex nature of social work practice means that social work practitioners will face ethical decisions and dilemmas in all contexts of practice and at the micro, mezzo and macro levels. This course provides a framework for ethical decision-making, deepening the student's understanding of personal and professional values, analyzing the conflict, applying philosophical worldview, and determining the ethical practice. The increasingly complex nature of technology and its impact on social work practice is considered.
3
This advanced level practice course focuses on the clinical skills needed to work with older adults. Contextualized through a review of the historical treatment of older adults, the course explores social service programs designed to aid older adults. Students will understand the biopsychosocial functioning of older adults and critically examine and apply theories to explain, assess, and intervene with older adults. Using the Person-in-Environment framework, the course examines psychological, physical, and social functioning of older adults and treatment options, including individual, family, and group interventions to address the needs of older adults.
3
Prerequisites
Foundation curriculum
Social emotional learning (SEL) is an integral component of educational practices that lead to successful P-12 outcomes. This course is meant for multidisciplinary school-based pre-service professionals aiming to support and improve PK-12 educational success by integrating social and emotional learning and teaching practices within academic/school settings. Students will grow their professional leadership skills, including multidisciplinary approaches for inclusive school-based practices, to integrate and promote SEL in educational settings. This course focuses on SEL theory, implementation, and educational policies that relate to social, emotional, behavioral, functional and overall educational wellbeing across multiple tiers of support. SEL frameworks, core SEL competencies, cultural inclusiveness and relevance, trauma-responsiveness and restorative practices for schools will be addressed through an exploration of specific resources, current data/literature, and engaged learning experiences. Throughout the duration of the course, students will be asked to critically and intentionally reflect about their personal and professional positionalities as they relate to the significance of social emotional learning.
3
Corequisites
Must be taken simultaneously with a field or internship experience.
This advanced practice course focus on social work treatment and psychotherapy with adults. The structure of psychotherapy is presented and an exploration of effective communication is explored. The role of a therapeutic alliance and engagement in creating a trusting relationship for assessment and intervention is presented. Narrative therapy is explored as a specific model of treatment.
3
Prerequisites
Foundation curriculum
This course focuses on learning about clinical social work with children and adolescents, and their families. This advanced practice course focuses on the social work processes of engagement, assessment, intervention, and evaluation. Students will learn a variety of modalities to work with children and adolescents. The social context of children and adolescents live in will be considered. Additionally, the context of practice or agency setting will be explored.
3
Prerequisites
Foundation curriculum
This course provides students with the knowledge and skills needed to plan and design evaluations, understand various types of program evaluations, use quantitative and qualitative methods, and explore cost benefit analysis. Students will understand various methods of evaluation research, critically analyze multiple approaches, and propose an evaluation study.
3
Prerequisites
Foundation curriculum
This course examines psychoanalytic and psychodynamic theory as they have evolved over time. Beginning with classic psychoanalytic theory, the course additionally covers ego psychology, object relations theories, self-psychology, intersubjectivity, and feminist scholarship. Consideration is given to race and culture related to psychodynamic theories. This course builds on the knowledge from foundation year human behavior courses, providing an in-depth exploration of psychodynamic theories.
3
Prerequisites
Foundation curriculum
This course teaches students the knowledge and skills needed to effectively manage, lead and supervise in an agency setting. Building on foundation year skills, this advanced year course explores strategic planning, effective management, seeking funding, leadership, and administrative and clinical supervision. The content provides students the knowledge, values and ethics, and skills to work in a supervisory position in a human services agency.
3
Prerequisites
Foundation curriculum
This course builds on the foundation social welfare policy course, exploring in greater depth social policy impacting adults and older adults in society. Students concentrating with Adults and Older Adults take this advanced policy course to further their understanding of federal, state, and local laws and policies and systems that effect clients at the macro level. The course explores the purpose of policies, incidence and prevalence of social problems, and strategies to enhance policies leading to increased well-being for adults and older adults. The course examines issues of social justice and human rights.
3
Prerequisites
Foundation curriculum
This course builds on the foundation social welfare policy course, exploring in greater depth social policy impacting children and families in society. Students concentrating with Children and Adolescents take this advanced policy course to further their understanding of federal, state, and local laws and policies and systems that effect clients at the macro level. The course explores the purpose of policies, incidence and prevalence of social problems, and strategies to enhance policies leading to increase resilience in children and adolescents. Based in a risk and resilience model, the course examines issues of social justice and human rights
3
Prerequisites
Foundation curriculum
This course builds on the foundation knowledge from human behavior and practices classes in the foundation year. The course explores the theoretical underpinning of Cognitive Behavioral Therapy (CBT) and teaches students the knowledge and skills necessary for clinical social work practice. Students explore the use of CBT throughout the therapeutic process, from engagement, assessment, and intervention. Finally, students learn how to evaluate practice when using this approach.
3
Prerequisites
Foundation curriculum
This course examines the history of interventions with families within a social context. Students will learn to assess family functioning using an ecological systems approach. Models of family therapy are explored, teaching students the skills of intervention. The changing structure of families is examined in relationship to families headed by same sex couples, single parents, and race, ethnicity and culture.
3
Prerequisites
Foundation curriculum
This is the first course in a two-semester sequence that provides an opportunity for students to integrate advanced year social work course content and field internship experiences.
In the advanced year students are placed in field internships which are consistent with their chosen population concentration. The integrative seminar is taken concurrently with the field placement, and prepares students to integrate skills learned in chosen theory and practice courses with their field experience. The seminar provides a forum for the sharing of clinical cases and practice experiences, the development of peer supervision skills, and increased critical thinking and problem solving capacities. The clinical seminars, discussions, and class assignments provide the students opportunities to gain professional and peer feedback regarding the application of clinical social work to clinical practice.
3
This is the second course in a two-semester sequence that provides an opportunity for students to integrate advanced year social work course content and field internship experiences.
In the advanced year students are placed in field internships which are consistent with their chosen population concentration. The integrative seminar is taken concurrently with the field placement, and prepares students to integrate skills learned in chosen theory and practice courses with their field experience. The seminar provides a forum for the sharing of clinical cases and practice experiences, the development of peer supervision skills, and increased critical thinking and problem solving capacities. The clinical seminars, discussions, and class assignments provide the students opportunities to gain professional and peer feedback regarding the application of clinical social work to clinical practice.
3
This course builds on the foundation social welfare policy course, exploring in greater depth social policies connected to students’ clinical practice and various contexts of practice. Students will deepen their knowledge of federal, state, and local laws, policies, and systems that effect clients and their well-being, and guide and fund agency practice. Students will develop skills in policy analysis, advocacy and community organizing.
3
This course presents an overview of the continuum of care in child welfare practice, focusing on evidence-based processes to look comprehensively at child welfare services utilizing a culturally responsive and multi-systemic lends. The course focuses on the prevalence, etiology, and dynamics of child physical abuse, childhood neglect, child sexual abuse, and other forms of child maltreatment. This course examines the definitions, scope, and impact of violence and abuse in childhood. An examination of the historical foundations of child welfare is undertaken to contextualize current child welfare practices. Theories and conceptual frameworks used to explain violence are explored. Ethics, professionalism, and ethical dilemmas related to child welfare practice are examined. Strategies for culturally competent assessment and intervention with children, youth, and families involved with the child welfare system are presented, focusing on engaging families in assessment, service, and permanency planning. This course focuses on child welfare practice generally, and, as practiced in the State of Illinois specifically.
This is the first course in a two-semester course sequence: Advanced Child Welfare Practice in Applied Contexts is offered in the Spring. Successful completion of the two-semester sequence qualifies for the Illinois Department of Children and Family Services welfare certification program.
3
Building upon the theoretical grounding presented in Advanced Child Welfare: An Overview of History and Practice, this course engages students in a practice-based, problem-solving approach to child welfare. Each week, students work with child welfare scenarios to reinforce practical child welfare skills. This course applies practice skills related to the continuum of care in child welfare practice - from assessment to planning to intervention - focusing on a culturally responsive and multi-systemic lens. Students use theories and conceptual frameworks to solve practical and ethical problems in child welfare practice. This course focuses on child welfare practice generally, and, as practiced in the State of Illinois specifically.
This is the second course in a two-semester course sequence: Advanced Child Welfare: An Overview of History and Practice is offered in the Fall and is a prerequisite for this course. Successful completion of the two-semester sequence qualifies for the Illinois Department of Children and Family Services child welfare certification program.
3
Prerequisites
SCWK 61400
This advanced-level course focuses on understanding the skills and content needed to assume the role of a school-based social worker, providing information about direct social work practices and relevant social work theory/policy for use within school settings. This course begins by introducing the profession of school social work, discussing its history and progression within the United States. It further explores the social worker role within Special Education, as a community liaison, as a consultant within the school setting, and other unique roles. Students learn and practice using evidence-based approaches for school settings and become familiar with the diverse student populations to whom they may provide services. The social and political context of the education system in the United States is discussed and critically analyzed. This course includes pedagogy and assessment to ensure that students are learning the necessary information to practice social work via micro, mezzo, and macro level approaches within school settings.
3
This is the first course in a two-semester sequence that provides an opportunity for students to integrate advanced social work course content and field internship experiences in a school setting.
The School Social Work Field Seminar provides an opportunity for students to integrate school social work course content with the field internship experiences as they develop school social work skills. Students will have an opportunity to integrate an analytic understanding of the role of school social workers, an appreciation of the school social workers contributions to K-12 education, societal values underlying their role and an understanding of systemic intervention in the school using a variety of intervention modalities.
This course focuses specifically on the roles of social workers in the school setting including the provision of direct service, consultation, advocacy, program development, and evaluation as well as liaison functions with families and community systems.
3
This is the second course in a two-semester sequence that provides an opportunity for students to integrate advanced social work course content and field internship experiences in a school setting.
The School Social Work Field Seminar provides an opportunity for students to integrate school social work course content with the field internship experiences as they develop school social work skills. Students will have an opportunity to integrate an analytic understanding of the role of school social workers, an appreciation of the school social workers contributions to K-12 education, societal values underlying their role and an understanding of systemic intervention in the school using a variety of intervention modalities.
This course focuses specifically on the roles of social workers in the school setting including the provision of direct service, consultation, advocacy, program development, and evaluation as well as liaison functions with families and community systems.
3
This course examines the role of violence in the human experience. The cause and consequences of interpersonal and community violence will be examined, with a focus on health and mental health consequences. Students will examine policies, systems of care, and services available to treat exposure to violence and trauma. The neurobiological consequences of trauma exposure will be explored with a focus on Adverse Childhood Events and Adverse Life Events. Prevention interventions will be explored. Assessment and intervention skills and knowledge will be developed with a focus on evidence based interventions such as TF-CBT
3
This course is intended to convey to students the impact of drug use and its use on the lives of people. The course reflects the most current information and understanding of the physiological, pharmacological, psychological, medical, and sociological aspects related to Substance Use Disorders. Students will learn about treatment programs, treatment planning, treatment interventions, self-help and prevention programs.
3